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School Readiness of Children Exposed to Family and Domestic ViolenceChildren have a universal right to live free from exposure to family and domestic violence (FDV). Children exposed to FDV can experience long-term effects on their physical and psychological health and their social competencies including social, emotional, and cognitive skills and behaviours that underpin successful social adaptation and academic achievement. The aim of this study was to investigate if children exposed to FDV were more likely to be vulnerable on school readiness measures compared to those children who were not exposed.
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Facilitators and barriers to the implementation of motivational interviewing for bullying perpetration in school settingsResults indicated a number factors which influenced the uptake of Motivational Interviewing in schools
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The psychosocial burden of childhood overweight and obesity: evidence for persisting difficulties in boys and girlsOverweight and obese children reported greater psychosocial distress than healthy weight children, and these differences were more pronounced for girls than boys.
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Prevalence and correlates of bullying victimisation and perpetration in a nationally representative sample of Australian youthThe current findings showed that involvement in any bullying behaviour was associated with increased risk of concurrent mental health problems
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CybersafetyEven in the safety of their home, there are many risky places a child or teenager can visit online. This can be due to the content they see, who they come into contact with, and personal information they share.
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Strategies for coping and dealing with lateral violence among Aboriginal people living in south-east AustraliaLateral violence, a group of behaviours directed towards people of the same group, is considered endemic among Aboriginal people. Behaviours include bullying, gossiping, isolation or exclusion of certain group members, and challenges to one’s Aboriginal identity. Lateral violence impacts all aspects of one’s life. Due to its pervasiveness, this qualitative study investigated strategies employed by Aboriginal people to deal with lateral violence.
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The moral domain in peer relationships: opportunities for interventions to prevent bullyingPrevious research has focused on identifying the association between moral dimension and bullying behavior, with an emphasis on better understanding the complex processes that children and adolescents trigger during decision-making in immoral situations. However, advances in research on morality and bullying have not been paralleled by the design of intervention programs that promote moral competence. The aim of this chapter is to analyze the moral dimension as a key intervention in the design of holistic models for preventing bullying and promoting defending.
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Parental Challenges, Facilitators and Needs Associated with Supporting and Accepting Their Trans Child’s GenderParental support is strongly correlated with protective factors for trans youth yet most experience parental rejection or ambivalence regarding their gender. Many parents report a desire to support their child but indicate lack of understanding and support as key barriers. We aimed to develop a nuanced understanding of the challenges and facilitators experienced by Australian parents in developing understanding, support and acceptance of their child’s gender and their needs to do so.
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How does the school built environment impact students’ bullying behaviour? A scoping reviewSchool bullying is a public health concern affecting the physical and mental health of children and young people. While school-based interventions to prevent bullying have been developed internationally, the effectiveness of many interventions has been mixed and modest.
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‘It’s All About Context’: Building School Capacity to Implement a Whole-School Approach to BullyingStudent bullying behaviours are a significant social issue in schools worldwide. Whilst school staff have access to quality bullying prevention interventions, schools can face significant challenges implementing the whole-school approach required to address the complexity of these behaviours.